ELA ACTION PLAN Key Performance Outcome:

90% of students will meet standard on the Smarter Balanced Assessment (SBA) in English Language Arts (ELA)
by 2027 and the median student growth percentile will be 75% by 2027.

Reading Action Items Key Performance Indicators (KPIs)

(Actions that improve performance towards outcomes) (Formative measures of actions)
What are you going to do? What is the measure of student learning that would predict strand level
proficiency performance on the SBA?

• Utilize Reach for Reading curriculum: • Developmental Reading Assessment (DRA) (grades K-2) and i-Ready
o Use a balanced reading model and high leverage strategies in the Reach (grades 3-5)
for Reading curriculum to teach reading, including analysis within or • Reach for Reading Unit Assessments (grades K-5)
across texts (informational text and literary text) o Comprehension
o High leverage strategies include: • Common Kindergarten Assessments
✓ Guided Reading o WaKIDS
✓ Common schoolwide Guided Language Acquisition Design (GLAD)
Strategies
✓ Thinking Maps

• Conference regularly with students to review growth in reading proficiency • DRA (grades K-2) and i-Ready (grades 3-5)
using multiple data points including, but not limited to: • Accelerated Reader (AR) records
o Independent reading goals
o Level of independent reading books
o Growth/progress in i-Ready online instruction track

• Build teacher capacity to apply current understanding of student • DRA (grades K-2) and i-Ready (grades 3-5)
performance and proficiency to design and implement interventions:
o Understand and follow Response to Intervention (RTI) design
o Understand and implement tiered model of supports, specifically Tier 2
interventions
✓ i-Ready Tools for Instruction, Reach into Phonics Foundations,
Leveled Literacy Intervention (LLI), Words Their Way, and
additional

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Writing Action Items
(Actions that improve performance towards outcomes)
What are you going to do?
• Implement academic discourse best practices to support language building,
processing, reflection, and comprehension through the use of Accountable
Talk routines
• Build a Culture of Writing to support increased stamina, fluency, and
proficiency schoolwide:
o Provide daily opportunities for students to write across content areas in
a variety of formats
o Implement a Free Write Friday routine with all students writing on
topics of choice
• Model and teach explicit writing instruction to write for a variety of
authentic purposes, narrative, informational/explanatory, and opinion
writing, and to focus on audience through modeling and the gradual release
of responsibility
• Use common writing assessments in each form to determine class strengths
and areas of growth to plan instruction, using exemplars for scoring aligned
to writing standards
• Build teachers’ capacity to use Thinking Maps to support students’
organization and use of evidence in their writing
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Key Performance Indicators (KPIs)
(Formative measures of actions)
What is the measure of student learning that would predict strand level
proficiency performance on the SBA?
• DRA (grades K-2) and i-Ready (grades 3-5)
• AR and/or reading conference data
o Students consistently choose and read texts at independent reading
levels
• Reach for Reading Unit Assessments (grades K-5)
• Grades 3-5 Reach for Reading Unit Writing Project data (identified by
district maps and scored with district writing rubrics)
• Grades K-2 Building Foundations That Last (BFTL) writing quarterly
benchmark data
• Grades 3-5 Reach for Reading Unit Writing Project data (identified by
district maps and scored with district writing rubrics)
• Grades K-2 BFTL writing quarterly benchmark data
• Common assessments
• Grades 3-5 Reach for Reading Unit Writing Project data (identified by
district maps and scored with district writing rubrics)
• Grades K-2 BFTL writing quarterly benchmark data
MATH ACTION PLAN Key Performance Outcome:
90% of students will meet standard on the Smarter Balanced Assessment (SBA) in math by 2027 and the median
student growth percentile will be 75% by 2027.

Math Action Items Key Performance Indicators (KPIs)

(Actions that improve performance towards outcomes) (Formative measures of actions)
What are you going to do? What is the measure of student learning that would predict strand level
proficiency performance on the SBA?

• Use the Everett Public Schools Balanced Mathematics Model to build
fluency with procedures only after a foundation of conceptual
understanding is built
• Students will become skillful in using procedures flexibly as they solve
contextual and mathematical problems using the Concrete
Representational Abstract (CRA) approach (Principle 3, 6: NCTM)
• Common unit assessments
• Formative assessments including student work samples
• Posted student strategy examples
• Individual student graphs of progress
• i-Ready Data Chats (grades 1-5)
• Interim Assessment Blocks (IAB) (grades 3-5)

• Engage students in mathematically rich tasks to support productive • Common unit assessments
struggle, build conceptual understanding and allow students to show what • Formative assessments including student work samples
they know and are able to do using Math Talks, the Three Reads Protocol, • Posted student strategy examples
purposeful questions and Accountable Talk strategies. (Principle 2, 4, 5, 7: • Individual student graphs of progress
NCTM) • i-Ready Data Chats (grades 1-5)
• IAB (grades 3-5)

• Implement a system of targeted intervention to support closing gaps and • Performance on the i-Ready Diagnostic
correcting student misconceptions using i-Ready diagnostic data, i-Ready
Online Instruction and Tools for Instruction, and the Georgia Numeracy
Project resources
o Teacher delivered intervention using i-Ready Tools for Instruction
o Paraeducator delivered intervention using i-Ready and Georgia
Numeracy Project resources
o Extended-day and classroom time for i-Ready Online Instruction

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SCIENCE ACTION PLAN Key Performance Outcome:
90% of students will meet standard on the Smarter Balanced Assessment (SBA) in science by 2027.

Science Action Items Key Performance Indicators (KPIs)

(Actions that improve performance towards outcomes) (Formative measures of actions)
What are you going to do? What is the measure of student learning that would predict strand level
proficiency performance on the Washington Comprehensive Assessment of
Science (WCAS)?

• Utilize district Next Generation Science Standards (NGSS) Transition • Teachers in grades K-5 collect notebook evidence that will include labeled
Guides for intentional planning and implementation of district adopted diagrams/created models, written explanations, completed sentence
curriculum; implement the identified discourse strategies, question stems, stems, and academic vocabulary from discussions
etc. to ensure students are engaged in the three dimensions of NGSS
(Disciplinary Core Ideas, Science and Engineering Practices, and
Crosscutting Concepts)

• Administer common formative and summative assessments (district • Assessment data (both formative and summative)
created WCAS aligned assessments, integrated lessons, kit assessments,
Office of the Superintendent of Public Instruction (OSPI) WCAS training
tests and released items) and meet as a Professional Learning Community
(PLC) to collaboratively analyze data and plan next steps for classroom
instruction and interventions

• Implement “Mystery Science” as a supplemental resource to increase the • Student work with evidence of thinking maps
number of minutes spent in each grade level (K-5) on science lessons • Students are familiar with manipulation of simulation tools/interface
aligned to NGSS:
o Use common thinking maps for cause and effect responses
o Use of simulations as modeling strategy (prevalent in Mystery Science)

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Create a welcoming culture that is physically, emotionally, and intellectually safe and provides equitable and
accessible opportunities for all.
Key Performance Outcome(s):
Welcoming Culture: Students communicate their perceptions of their sense of belonging at Forest View Elementary based on the Forest View Elementary
Panorama Education student data from the fall and spring surveys. We will increase this response by 5% from 71% in the fall to 76% in the spring of the 2019-20
school year.
Physical, Emotional and Intellectual Safety: Students communicate their perceptions of their physical and psychological safety at Forest View Elementary
based on the Forest View Elementary Panorama Education student data from the fall and spring surveys. We will increase this response by 5% from 72% in the
fall to 77% in the spring of the 2019-20 school year.
Equitable and Accessible Opportunities: 77% of English Learner (EL) students will be on track to transition out of services within six years by 2027.

Action Items Key Performance Indicators (KPIs)

(Actions that improve performance towards outcomes) (Formative measures of actions)
What are you going to do? What measure will you use to determine the success of your action items?

Welcoming Culture

• Implement systems for positive reinforcement and recognition as part of • Increased opportunities for student recognition and participation
Tier 1 Multi-Tiered Systems of Support (MTSS)-B • Student and Parent Center for Excellence in Education (CEE) survey
data

• Administrators, teachers, and staff will greet children each morning such • Increased positive responses on Sense of Belonging Panorama Education
that all students are welcomed every morning to school by a staff member student survey

• Increase visibility of student positive recognition awards and student work • Tiered Fidelity Inventory (TFI) data increase from November data to
through use of morning announcements, display cases, assemblies spring data

Physically, Emotionally, and Intellectually Safe Environment

• Implement all components of a Positive Behavioral Interventions and • Monthly referral data review disaggregated by subgroup
Supports (PBIS) program • Staff-created matrix of common-area expectations
o Use Tier 1, Tier 2, and data teams, following a regular schedule, to • Completed development of major and minor behaviors
monitor the implementation of PBIS
o Incorporate Electronic Referrals in School Wide Intervention Systems
(SWIS) for behavior data analysis
o Professional development plan with contracted PBIS coach (trauma
informed teaching, restorative justice)
o All staff teach and reinforce common-area expectations for behavior for
all students

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• Strengthen the culture of student recognition • Educational Effectiveness Survey (EES) Student Survey item “Student
o Postcards sent home recognizing positive student choices and actions success is celebrated in this school”
o Grit awards at student recognition assemblies • Percentage of students celebrated for building level celebration
• Kindness goals and recognition when goals are met programs

• Strengthen the culture of kindness among students • Increased positive responses on Sense of Belonging Panorama Education
o Kindness goals student survey
o Compassion Project (highly capable)

• Develop Grit and Growth Mindset in students • Increased positive responses on Grit and Growth Mindset Panorama
o Teach students what growth mindset and grit is Education student survey
o Connect grit and growth mindset with productive struggle in learning

Equitable and Accessible Opportunities

• Identify potential highly capable students to complete the application • Number of highly capable referrals at each grade level
process

• Support the school’s Student Council to make decisions and implement • EES Student Survey item “Students are involved in decisions about
actions to enrich the student day, support PBIS, and develop school spirit things that affect them in this school” (52% positive in 2017-18)

• Implement frequent grade level monitoring and review of common • Subgroup monitoring of current assessment data
assessment data, identifying students who are on the bubble (Level 2, 3 or • Percentage and/or number of students participating in extended day
Basic), and assign appropriate intervention or referral to Site Intervention intervention groups
Team (SIT)
• Targeted interventions include:
o Classroom-based small groups
o Before or after school groups
o i-Ready before or after school groups
o LLI groups (Learning Assistance Program [LAP] support)
o EL intervention groups

• Recruit community and staff mentors for daily/weekly check-ins with select • Number of participating mentors and mentees
students identified during Social-Emotional Learning (SEL) screening
processes

• Grow our Multi-Cultural Night in partnership with the PTA • Increase in community partners
• Increased attendance

• Increase non-English speaking engagement with school through • Number of ambassadors and parent supports
development of cultural ambassadors’ program

• Ensure equitable Tier 1 Behavioral instruction occurs through SEL • Grade level survey
curriculums (Second Step, Kelso’s Choice, Zones)

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ATTENDANCE
Key Performance Outcome(s):
Attendance rates will reach 90% for all and every subgroup by 2027.

Attendance Action Items Key Performance Indicators (KPIs)

(Actions that improve performance towards outcomes) (Formative measures of actions)
What are you going to do? What measure will you use to determine the success of your action items?

• Hold regular attendance team (administrator, counselor, attendance • Monthly attendance data including tardies and total absences
manager) meetings to examine attendance data and develop plans to
address high absences and tardies
o Letters and attendance conferences with students and families that
have attendance issues
o Utilize the schools Community Truancy Board to address persistent and
alarming attendance issues

• Communicate to families the importance of school attendance and the • Decreased number of absences that are five or more days in length
negative impact that extended absences (travel, vacation) have on their
children’s academic performance through principal newsletter and other
communication
• Host attendance meetings and conferences with families whose students
are frequently absent or tardy to review state law and district attendance
policy and brainstorm solutions to ongoing attendance problems

• Utilize cultural ambassadors to explain attendance policies and procedures • Absence rate of EL students
to non-English speaking families

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FAMILY PARTNERSHIPS ACTION PLAN
Key Performance Outcome(s):
Increase parents’ perception of our effective family partnership as reflected in the Parent and Community Involvement section of the CEE Survey by increasing
positive responses from 83% to 90%.

Family Partnerships Action Items Key Performance Indicators (KPIs)

(Actions that improve performance towards outcomes) (Formative measures of actions)
What are you going to do? What measure will you use to determine the success of your action items?

• Share the School Improvement Plan (SIP) with families through PTA • Improved response to item “I am informed about progress toward the
meetings and other gatherings, and the newsletter; and provide regular improvement goals of this school” from 79% positive to 85% positive
updates through the newsletter to families on progress towards SIP goals
• Share SBA data with families through creation of a data bulletin board for
families to view, as well as share through newsletters

• Grow our Multi-Cultural Night in partnership with the PTA • Increased number of community partners
• Increased number of parent attendance

• Increase PTA membership and participation at PTA meetings • Attendance and membership

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INSTRUCTIONAL TECHNOLOGY
Key Performance Outcome(s):
Each student and teacher at Forest View Elementary use the 1:1 Chromebook technology to supplement and extend traditional learning experiences through the
Substitution Augmentation Modification Redefinition (SAMR) framework.

Instructional Technology Action Items Key Performance Indicators (KPIs)

(Actions that improve performance towards outcomes) (Formative measures of actions)
What are you going to do? What measure will you use to determine the success of your action items?

• Facilitated planning for grade level integration within specific lessons or • Integration of appropriate creation tools to support the learning
units where there are intentional opportunities for students to design, objectives within student exhibitions of learning
create, make or otherwise add value in their work that is unique to the
student

• Increase collaboration between classroom teachers and technology specialist • Teacher planning documents
around student use of different programs, sites and digital citizenship • Data results on digital citizenship lessons taught
instruction

• Create building norms (expectations?) around common digital tools for • Teacher and student use of each tool
teacher and student use:
o Google Classroom
o Google Docs
o Blocksi
o SeeSaw
o Typing Club grades K-5

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